6^th World Nursing and Healthcare Conference

Biography

Biography: LI Xiaoling

Abstract

Objective: To investigate the effect of teaching method reformation and its outcome in the course of Nursing Interpersonal Communication and Etiquette (NICE) for nursing undergraduates. Methods: Recruit nursing undergraduate students (short for “Nursing Students”) coming from Grade 2012 and Grade 2013 and then set it as control group and experimental group, respectively. The control group used traditional teaching methods while the experimental group implemented the reformed teaching methods. In the reformed methods, the syllabus was amended with reduced total teaching hours and increased proportion of practice class. The role play and case discussion teaching method were applied in the experimental group. When the course was over, same questionnaire of students’ satisfaction and examination of the course were assessed and analyzed. Results: There were significant differences in students’ satisfaction of the course (P<0.05). There were no significant differences in examination grades between the two groups. Conclusion: In the teaching process of NICE curriculum, arranging the course one year in advance, limiting the teaching hours of theory and increasing the ratio of practice time can be propitious to enhance theory understanding and communicating knowledge application of nursing students, which not only boost their comprehensive ability of nursing students but also ensure the quality of the course teaching.